Publications
& Resources
Abstracts of Articles Authored or Co-Authored by NPC Staff
Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society: A Journal of Contemporary Human Services.
Abstract
Understanding the outcomes of strengths-based programs requires a better understanding of the extent to which programs actually provide services that are consistent with this model. To this end, we have developed the Strengths-Based Practices Inventory (SBPI). Data collected from two studies of parents participating in either an early childhood prevention program or family support program indicated that the SBPI has four related factors: (a) identification and use of strengths, (b) cultural competency, (c) interpersonal sensitivity and knowledge, and (d) relationship-supportive behavior. The SBPI is sensitive to the differences between programs in the extent of strengths-based practice and is related to some expected outcomes, including family empowerment and social support.
Article
Green, B. L., Johnson, S., & Rodgers, A. (1999). Understanding patterns of service delivery and participation in community-based family support programs. Children’s Services: Social Policy, Research, and Practice, 2(1), p. 1–22.
Abstract
Although models of service provision that emphasize individualization of services and family-centered decision making have been widely adopted by a variety of prevention programs, to date there is little evidence that service provision has changed to reflect these program philosophies. In the present study, data collected by three community-based family support centers were used to answer two primary research questions. First, what evidence is there that services in these programs were delivered in ways consistent with such family-centered program philosophies? Second, are there family demographic or psychosocial characteristics that can predict the amount, type, and intensity of service involvement in such voluntary services? Results indicated that although families utilized a wide array of services, there was little evidence that services were provided based on families’ individualized needs. However, families who were designated “high risk” tended to receive more services of all types, more intensive services, and remained in the programs longer compared to low risk families. The need for more research on the service delivery process is discussed in terms of the implications for understanding program effectiveness.
Article
Green, B. L., & Rodgers, A. (2001). Determinants of social support in at-risk families: A longitudinal analysis. American Journal of Community Psychology, 29(3) 419-439.
Abstract
This study examined the reciprocal relationships between perceived mastery, stress, and three functional areas of social support: tangible support, informational support, and belongingness support. Data were collected during two face-to-face interviews with a sample of low-income, primarily African American mothers, conducted approximately one year apart. Consistent with predictions, initial levels of mastery predicted higher subsequent levels of instrumental social supports (tangible and advice support), but were unrelated to belonging support. Conversely, initial levels of tangible support were predictive of later mastery. Perceived stress did not account for any additional variance in subsequent support, although initial levels of belonging support only did predict reduced stress at Time 2. Results suggest that successful attempts to garner instrumental supports is an important contributor to individuals’ sense of self-efficacy, while at the same time, self-efficacy leads to more successful use of existing social support systems. These findings point to the importance of having both available tangible support networks as well as close emotional supports for low-income parents. The importance of using longitudinal, multi-dimensional analyses to better understand the social support process is discussed.
Article
Green, B. L., Mulvey, L., Fisher, H., & Rudacille, F. (1996). Integrating program and evaluation values: A family support approach to evaluation. Evaluation Practice, 17(3), 261–272.
Abstract
In the past several years, models of social service provision that are based on principles of “family support” have been implemented nationwide. Development of evaluation methods to adequately reflect the multifaceted nature of these programs, however, has lagged behind program development. It is particularly difficult (especially within the context of traditional evaluation paradigms) to develop evaluations that do not in and of themselves violate the principles of family support, which advocate for services that are strengths-based, collaborative, family-centered, comprehensive, and flexible. To this end, we have been collaborating with local agency directors, family support staff, and parents to develop an evaluation approach that is based on the general principles of family support. The work that we describe draws techniques from participatory, empowerment, and utilization-focused evaluation approaches, but operationalizes evaluation activities based on the guiding program value system. By tailoring the evaluation to the service philosophy, we contend that the evaluation process can become more thoroughly integrated with the service program, and thus provide a more useful and accurate picture of the strengths and weaknesses of the program.
Article
Green, B. L., Furrer, C. J., Worcel, S. D., Burrus, S. W. M., & Finigan, M. W. (2007). How effective are Family Treatment Drug Courts? Results from a 4-site national study. Child Maltreatment, (12(1), 43-59.
Abstract
Family treatment drug courts (FTDCs) are a rapidly expanding program model designed to improve treatment and child welfare outcomes for families involved in child welfare who have substance abuse problems. The present study compares outcomes for 250 FTDC participants to those of similar parents who did not receive FTDC services in four sites. Results show that FTDC parents, compared to comparison parents, entered substance abuse treatment more quickly, stayed in treatment longer, and completed more treatment episodes. Furthermore, children of FTDC parents entered permanent placements more quickly and were more likely to be reunified with their parents, compared to children of non-FTDC participants. Finally, the FTDC program appears to have a "value added" in facilitating positive child welfare outcomes above and beyond the influence of positive treatment experiences.
Article
Rockhill, A. M., Green, B. G., & Furrer, C. J. (2007). Is the Adoption and Safe Families Act Influencing Child Welfare Outcomes for Families with Substance Abuse Issues? Child Maltreatment, 12(1), 7-19.
Abstract
The Adoption and Safe Families Act (ASFA) was designed to promote more timely permanent placements for children in the child welfare system. To date, however, available data have said little about whether ASFA is meeting its intended goals. This study looks at the impact of ASFA on parents struggling with substance abuse issues. The authors compared child welfare outcomes, pre- and post-ASFA, for children of more than 1,900 substance-abusing women with some treatment involvement. After the implementation of ASFA, children in this study spent less time in foster care, were placed in permanent settings more quickly, and were more likely to be adopted than remain in long-term foster care. The proportion of children who were reunified with their parent or parents stayed the same. These outcomes were apparent even controlling for case and family characteristics. Results are discussed in terms of the influence of ASFA on service delivery systems.
Article
Green, B. L., Simpson, J., Everhart, M., & Vale, E. (2004). Understanding integrated mental health services in Head Start Programs: The importance of shared vision. National Head Start Association Dialog: A Research to Practice Journal, 7(1), p. 35-60, Head Start: Staff perspectives on mental health consultation.
Abstract
Despite mandates for Head Start programs to provide mental health services to families and children, considerable variability remains in the level and type of services provided by mental health consultants. A qualitative study was conducted to explore staff perceptions about the role of mental health consult- ants and, in particular; the ways in which consultants are (or are not) integrated into the day-to-day functioning of Head Start programs. Programs with integrated mental health models were characterized by strong positive relationships between consultants and program staff; perceptions that the consultant was "part of the team," and involvement of the consultant in a wide variety of program activities and components. Results suggested that programs with such an integrated mental health model were more likely (compared to those with a more traditional consultant model) to report a strong, unified vision for mental health services, to describe a mental health approach consistent with current promising practices, and to perceive their mental health services to be more effective.
Article
Furrer, C. J., & Skinner, E. A. (2003). A sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
Abstract
Findings from this study showed that children’s sense of relatedness, their feelings of connectedness and belonging, are an integral part of the dynamics of their academic motivation from third to sixth grade. Children’s (n = 641) reports of relatedness were robust predictors of changes in their engagement in school (teacher- and self-report) over the course of a school year, and made a unique contribution over and above the effects of another key self-system process, perceived control. Relatedness to specific social partners (parents, teachers, and peers) each made a unique contribution to students’ engagement in the classroom, especially their emotional engagement. Cumulative risk analyses of the effects of low relatedness showed that relatedness to each social partner contributed to decrements in motivation. Although girls reported higher relatedness than boys (especially to teachers), relatedness to teachers was a more salient predictor of engagement for boys than for girls. Likewise, although feelings of relatedness to teachers dropped as children made the transition to middle school (from fifth to sixth grades), the effect of relatedness on engagement was stronger for sixth graders, compared to younger children. Discussion focuses on theoretical, empirical, and practical implications of the notion that a sense of relatedness is a key predictor of children’s motivation and performance in school.
Article
Green, B. G., Rockhill, A. M., & Furrer, C. J. (2007). Does substance abuse treatment make a difference for child welfare case outcomes? A statewide longitudinal analysis. Children and Youth Services Review, 29(4), pp. 460-473.
Abstract
Although substance abuse is one of the primary reasons that parents become involved with the child welfare system, there is surprisingly little empirical research that examines the relationship of substance abuse treatment to child welfare outcomes. In this statewide longitudinal study of 1,911 women who had children placed in substitute care, we examined the influence of three key factors in the treatment process on child welfare outcomes. Results indicated that when these women entered treatment more quickly, spent more time in treatment, or completed at least one treatment episode, their children spent fewer days in foster care and were more likely to be reunified with their parents. These findings were significant even controlling for families' levels of risk including treatment and child welfare history, substance abuse frequency and chronicity, and demographic risks. Implications of these findings for improvements in the way that treatment services are provided to women in the child welfare system are discussed.
To access the full article, a fee may be required by the journal >>
Article
Green, B. L., Rockhill, A. M., & Burrus, S. W. M. (in press). The Role of Inter-Agency Collaboration for Substance-abusing Families Involved with Child Welfare. Child Welfare.
Abstract
Meeting the needs of families who are involved with the child welfare system because of a substance abuse issue remains a challenge for child welfare practitioners. In order to improve services to these families, there has been an increasing focus on improving collaboration between child welfare, treatment providers, and the court systems. This paper presents the results from qualitative interviews with 104 representatives of these three systems which explore how the collaborative process works to benefit families, as well as the barriers and supports for building successful collaborations. Results indicate that collaboration has at least three major functions: building shared value systems, improving communication, and providing a “team” of support. Each of these leads to different kinds of benefits for families as well as providers, and has different implications for building successful collaborative interventions. Despite these putative benefits, however, providers within each system continue to struggle to build effective collaborations, and face such issues as deeply ingrained mistrust and continued lack of understanding of other systems’ values, goals, and perspectives. Challenges that remain for successful collaborations are discussed.
Article
Green, B. L., Furrer, C. J., & McAllister, C. (July 2007). How do relationships support parenting? Effects of attachment style and social support on parenting behavior in an at-risk population. American Journal of Community Psychology, 40(1-2), 96-108.
Abstract
The importance of supportive relationships for new parents has been the focus of both research and parenting interventions. Attachment style, typically viewed as a relatively stable trait reflecting one’s comfort in social relationships, as well as social support, or one’s perception of the social context, have both been found to be important for fostering engaged, involved parenting. Less is known, however, about how these variables work together to influence parenting behavior, especially in families at higher risk for negative child outcomes. Data were collected from 152 urban, predominantly African American, low-income parents when their children were 14 and 36 months of age. Results suggest that parents with more social support show greater increases in the frequency of positive parent–child activities over time, but that this effect is mediated by mothers’ attachment style, specifically, their level of anxious/ambivalent attachment. Mothers with more social support tended to be less anxious/ambivalent about close relationships, and this in turn led to increases over time in the frequency of parent–child interactions. Mothers’ tendency to avoid close relationships, however, while correlated with social support, was unrelated to changes in parenting behavior. Implications of these findings for program development, parenting, and the malleability of attachment style based on social context are discussed.
To access the full article, a fee may be required by the journal >>
Article
Green, B. L., Rockhill, A., & Furrer, C. J. (2006). Understanding patterns of substance abuse treatment services for women involved with the child welfare system: Influences of family characteristics and social policy. American Journal of Drug & Alcohol Abuse, 32(2), 149-176.
Abstract
The passage of the federal Adoption and Safe Families Act (ASFA), which calls for timely permanency planning for children placed into state foster care systems, has led to increased attention to the need for timely and appropriate treatment services to families with substance abuse issues who are involved with child welfare. Using statewide administrative data collected before and after the implementation of ASFA, the present study explores the influence of ASFA, as well as other family characteristics, on patterns of treatment service utilization by child-welfare involved clients. Findings suggest that in the period following the ASFA legislation, mothers entered substance abuse treatment significantly more quickly after the start of their child welfare cases, and remained in treatment longer, compared to pre-ASFA. No differences in rates of treatment completion were found. Results are interpreted in terms of the changing treatment service context, enhanced collaboration between child welfare and treatment systems, and the possible influence of the legislation on parents' motivation to enter treatment.
To access the full article, a fee may be required by the journal >>
Article
Barton, W. H., Mackin, J. R., & Fields, J. (In Press, 2008). Assessing youth strengths in a residential juvenile correctional program. Residential Treatment for Children & Youth, 23(3/4).
Abstract
Assessments and case plans that identify and build upon the strengths of clients, their families and communities are increasingly being used in many fields of practice, but are only beginning to be introduced in juvenile justice settings. This article describes a strengths-based assessment tool developed specifically for use in juvenile justice programs and discusses its implementation in a secure juvenile correctional institution. Early results suggest that the adoption of this strengths-based assessment protocol was the catalyst for an improvement in institutional climate as perceived by both youth and staff. Complaints from youth and parents/guardians as well as behavioral incidents at the facility have also declined markedly. While further research is needed to assess the impact on youth outcomes, this study offers lessons for other juvenile correctional institutions regarding the potential benefits and challenges of adopting a more strengths-based approach.
Article
McAllister, C. L., Wilson, P. C., Green, B. L., & Baldwin, J. L. (April 2005). "Come and Take a Walk": Listening to Early Head Start Parents on School-Readiness as a Matter of Child, Family, and Community Health. American Journal of Public Health(95)4, 617-625
Abstract
We explored the perspectives and experiences of low-income, predominantly African American families regarding children’s school-readiness. Our research, which involved qualitative interviews, ethnographic case studies, and "photovoice" methods, focused on families participating in the national evaluation of Early Head Start. While valuing academic skills, study parents emphasized the importance of social and emotional health in regard to both children’s and parents’ readiness to begin school. These developments are especially critical given the challenges parents perceive in local school environments. On the basis of a social ecology framework, we argue that psychological and environmental dimensions of school-readiness are public health matters and that understanding the perspectives of low-income and minority parents on such issues is a critical aspect of health communication dedicated to eliminating health disparities.
